Name
Incorporating Integrated Behavioral Health in an MS3 Family Medicine Clerkship
Description

This session describes our work with leadership to develop integrated behavioral health curriculum to embed in a Family Medicine Clerkship for third year medical students (MS3s). Presenters will outline how the team translated the concept into an operational training model with clear workflows and learning objectives. The session highlights the key stakeholders whose engagement was essential to successful implementation. Attendees will gain practical strategies for building similarly integrated training experiences for medical trainees in their own settings.

Speakers
Florencia Lebensohn-Chialvo, PhD
Co-Authors
Allison Lynch, MD, Associate Clinical Professor, UC San Diego Health, San Diego, CA
Michelle Johnson, MD, Clinical Professor, UC San Diego Health, San Diego, CA
Content Level
All Audience
Tags
Primary Care Behavioral Health Model, Training/Supervision, Workforce development
Session Type
Concurrent
Objective 1
Identify the key steps involved in developing an MS3 Family Medicine clerkship.
Objective 2
Describe the roles and contributions of essential stakeholders in designing and implementing integrated behavioral health education in a clerkship.
Objective 3
Apply practical strategies for creating or enhancing integrated behavioral health clerkship experiences within academic or clinical training settings.
Content Reference 1

Accreditation Council for Graduate Medical Education. (2025). ACGME program requirements for graduate medical education in family medicine (reformatted 2025). https://www.acgme.org/globalassets/pfassets/programrequirements/2025-reformatted-requirements/120_familymedicine_2025_reformatted.pdf

Content Reference 2

Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., Martin, S. S., & Han, H. R. (2021). Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action. Journal of Interprofessional Care, 35(4), 612–621. https://doi.org0.1080/13561820.2019.1697214

Content Reference 3

National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Health Care Services, Committee on Developing and Sustaining Effective Interprofessional Primary Care Teams, Meisnere, M., Matthews, K., & Cohen, D. J. (Eds.). (2025). Building a workforce to develop and sustain interprofessional primary care teams. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK619323/

Content Reference 4

Çınar Tanrıverdi, E., Balcı Akpınar, R., Yurttaş, A., & Çiftçi, B. (2025). The road to collaboration: The transformative effects of interprofessional education on students’ interprofessional attitudes and readiness, socialisation and valuing in medical and nursing students. Nurse Education in Practice, 82, 104230. https://doi.org/10.1016/j.nepr.2024.104230

Content Reference 5

Schrager, S. (2021). Integrating behavioral health into primary care. Family Practice Management, 28(3), 3–4.